{"id":3524,"date":"2022-04-19T22:56:51","date_gmt":"2022-04-19T22:56:51","guid":{"rendered":"https:\/\/highclasswriters.com\/blog\/?p=3524"},"modified":"2022-04-19T22:56:52","modified_gmt":"2022-04-19T22:56:52","slug":"research","status":"publish","type":"post","link":"https:\/\/highclasswriters.com\/blog\/research\/","title":{"rendered":"research"},"content":{"rendered":"\n

Human Sexuality Video Presentation\u2013 Signature Assignment<\/h1>\n\n\n\n

Course Student Learning Outcomes<\/h2>\n\n\n\n
  1. Analyze contemporary human sexuality issues through psychological, historical, sociological and economic perspectives. (UD D-GE SLO 1)<\/li>
  2. Employ social and behavioral science theories to analyze the acceptance or lack of acceptance of sexual variation in both a contemporary and historical context. (UD-D GE SLO 2)<\/li>
  3. Use evidence to evaluate and analyze causal arguments, major assertions and assumptions and ethical considerations and value systems of human sexuality topic by using one or more of the social science disciplines. (UD-D GE SLO 3)<\/li>
  4. Using a multidisciplinary approach examine a contemporary problem in human sexuality and formulate a conclusion on how to improve the issue. (UD-D GE SLO b)<\/li><\/ol>\n\n\n\n

    Health Science Student Learning Outcomes<\/h2>\n\n\n\n
    1. Interpret in-depth information from relevant sources representing various points of view\/approaches for health information.\u202f <\/li>
    2. Develop written* and oral communication skills in order to serve as an effective health resource person as well as facilitate development and maintenance of collaborative relationships.\u202f<\/li><\/ol>\n\n\n\n

      *Not in this particular assignment<\/p>\n\n\n\n

       <\/h1>\n\n\n\n

      Sexual Variation Yesterday and Today<\/h1>\n\n\n\n

      Purpose<\/h2>\n\n\n\n

      Human sexuality varies from individual to individual and across cultures and time. The social acceptance or lack of acceptance also varies. In this assignment, you will use theory to examine a particular sexual variation in both a historic and contemporary context to better understand human sexuality.<\/p>\n\n\n\n

      Skills<\/h2>\n\n\n\n

      The purpose of this assignment is to help you practice the following skills:<\/p>\n\n\n\n

      1. Use theory to frame and analyze a topic<\/li>
      2. Use sources to validate human sexuality ideas<\/li>
      3. Compare a historic to a contemporary viewpoint<\/li>
      4. Practice properacademic writing techniques and use of APA<\/li>
      5. Demonstrate the ability to write in a scientific voice (3rd<\/sup> person)<\/li><\/ol>\n\n\n\n

        Knowledge<\/h2>\n\n\n\n

        This assignment will help you become familiar with the following important content knowledge in human sexuality (will vary with topic selection):<\/p>\n\n\n\n

        1. Changes in social acceptance of sexual variation over time<\/li>
        2. Social science theories<\/li><\/ol>\n\n\n\n

          Tasks<\/h2>\n\n\n\n
          1. Choose a sexual variationfrom the list below that interests you. Additional topics can be used with instructor approval:<\/li><\/ol>\n\n\n\n
            • Modesty
              • Recreational Sex<\/li><\/ul>
                • Infidelity<\/li><\/ul>
                  • Premarital Sex<\/li><\/ul>
                    • Homosexuality<\/li><\/ul>
                      • Bisexuality<\/li><\/ul>
                        • Arranged Marriages vs. Love Marriages<\/li><\/ul>
                          • Gender Roles<\/li><\/ul>
                            • Interracial marriages<\/li><\/ul>
                              • Inter-religion marriages<\/li><\/ul>
                                • Prostitution<\/li><\/ul>
                                  • Pornography<\/li><\/ul>
                                    • BDSM<\/li><\/ul>
                                      • Transvestism<\/li><\/ul><\/li><\/ul>\n\n\n\n
                                        • Choose a social science theory that seems to apply to your topic of interest (see list below, see BeachBoard for a description and source for each theory).Theories may not seem to apply to the topic yet when reviewing the theory, you may find a way to make it fit. For example, General Deterrence Theory is usually used to describe motivation for crime, but it could be applied to deviation from accepted social norms.<\/li><\/ul>\n\n\n\n

                                          Psychological Theories <\/strong><\/strong><\/p>\n\n\n\n

                                          • Drive Reduction Theory
                                            • Theory of Planned Behavior<\/li><\/ul>
                                              • Social Learning Theory<\/li><\/ul><\/li><\/ul>\n\n\n\n

                                                Sociological Theories<\/strong><\/p>\n\n\n\n

                                                • Social Exchange Theory
                                                  • Rational Choice Theory<\/li><\/ul>
                                                    • Conflict Theory
                                                      • Gender (Feminism)<\/li><\/ul>
                                                        • Race\/Culture Conflict Theories<\/li><\/ul><\/li><\/ul>
                                                          • Anomie Theory\/Strain Theory<\/li><\/ul>
                                                            • General Deterrence Theory<\/li><\/ul>
                                                              • Diffusion of Innovations Theory<\/li><\/ul><\/li><\/ul>\n\n\n\n

                                                                Economic Theories<\/strong><\/p>\n\n\n\n

                                                                • Game Theory<\/li><\/ul>\n\n\n\n

                                                                  Communication Theories<\/strong><\/p>\n\n\n\n

                                                                  • Network Theory<\/li><\/ul>\n\n\n\n

                                                                    Ethics Theories<\/strong><\/p>\n\n\n\n

                                                                    • Moral Foundations Theory<\/li><\/ul>\n\n\n\n

                                                                      Gender Theories<\/strong><\/strong><\/p>\n\n\n\n

                                                                      • Queer Theory<\/li><\/ul>\n\n\n\n
                                                                        • Use the following content outline to organize your assignment:<\/li><\/ul>\n\n\n\n

                                                                          Introduction\/Description of the Social Science Theory<\/h4>\n\n\n\n

                                                                          Historical view of the Sexual Variation<\/h4>\n\n\n\n

                                                                          Contemporary U.S.View of the Sexual Variation(Last 5 years)<\/h4>\n\n\n\n

                                                                          Conclusion<\/h4>\n\n\n\n

                                                                          Reference List (instructors can establish referencing requirements)<\/h4>\n\n\n\n
                                                                          • Reference list in APA 7th<\/sup> edition<\/li>
                                                                          • 1st<\/sup> word in the in-text citation must match 1st<\/sup> word in reference list<\/li>
                                                                          • Has a minimum of five<\/strong> scholarly sources
                                                                            • Date & author (an organization such as WHO of the CDC may be considered an author)<\/li><\/ul>
                                                                              • Course textbook may be considered as a scholarly resource<\/li><\/ul>
                                                                                • Dictionaries and Encyclopedias may be used as additional sources but do not count towards the five required sources<\/li><\/ul>
                                                                                  • Wikipedia and Pro Con are not acceptable sources for the assignment. Personal blogs are not appropriate<\/li><\/ul><\/li><\/ul>\n\n\n\n

                                                                                    Directions for Students<\/strong><\/p>\n\n\n\n

                                                                                    Using the content outline above, research and prepare a 7-9 minute presentation using the Flipgrid platform. Instructors will set up a Flipgrid assignment page and link to it in the assignment. Complete and submit a reference page in APA style, documenting the sources used throughout the presentation. View and provide a feedback post on at least two peer videos, documenting at least one item learned, one item you liked, and one constructive criticism. Post the feedback on the Flipgrid application.<\/p>\n\n\n\n

                                                                                    Criteria for Success<\/h2>\n\n\n\n

                                                                                    This rubric is designed to clarify the grading process for verbal communication by informing you, the presenter, what key elements are expected. Your verbal work will be evaluated by the criteria below in order to give you specific feedback to help guide your development as a presenter.<\/p>\n\n\n\n

                                                                                    Scoring Rubric <\/p>\n\n\n\n

                                                                                    Criteria <\/td>4 = Exceeds expectations <\/td>3 = Meets expectations <\/td>2 = Meets some expectations <\/td>1= Does not meet expectations <\/td>0 = Unable to score: incomplete or missing work <\/td><\/tr>
                                                                                    Description of the Theory <\/td>Organizes and synthesizes information from sources\u202fto clearly\u202fand accurately\u202fconvey key details and ideas\u202fabout the theory.\u202f <\/td>Organizes and synthesizes information from sources\u202fto convey key details and ideas\u202fabout the theory.\u202f <\/td>Organizes information from sources\u202fthat partially convey details and ideas\u202fabout the theory.\u202f <\/td>Shares information from sources\u202fthat minimally convey details and\/or ideas\u202fabout the theory.\u202f <\/td>Did not include a description of the theory. <\/td><\/tr>
                                                                                    Historical View of the Sexual Variation <\/td>Demonstrates sophisticated understanding of the complexity of elements of the sexual variation within the chosen historical context. <\/td>Demonstrates adequate understanding of the complexity of elements of the sexual variation within the chosen historical context. <\/td>Demonstrates partial understanding of the complexity of elements of the sexual variation within the chosen historical context. <\/td>Demonstrates surface understanding of the complexity of elements of the sexual variation within the chosen historical context. <\/td>Did not cover the historical view. <\/td><\/tr>
                                                                                    Integration of Theory in Historical View\u202f   <\/td>Applies the theory to the historical context to explore the sexual variation and provides a comprehensive analysis.\u202f   <\/td>Adequately applies the theory to the historical context to explore the sexual variation and provides a comprehensive analysis.\u202f <\/td>Partially applies the theory to the historical context to explore the sexual variation and\/or provides an analysis.\u202f <\/td>Minimally applies the theory to the historical context to explore the sexual variation and\/or provides an incomplete analysis.\u202f   <\/td>Did not integrate theory in historical view. <\/td><\/tr>
                                                                                    Contemporary View of the Sexual Variation <\/td>Demonstrates sophisticated understanding of the complexity of elements of the sexual variation within the chosen contemporary context. <\/td>Demonstrates adequate understanding of the complexity of elements of the sexual variation within the chosen contemporary context. <\/td>Demonstrates partial understanding of the complexity of elements of the sexual variation within the chosen contemporary context. <\/td>Demonstrates surface understanding of the complexity of elements of the sexual variation within the chosen contemporary context. <\/td>Did not cover the contemporary view. <\/td><\/tr>
                                                                                    Integration of Theory in Contemporary View\u202f   <\/td>Applies the theory to the contemporary context to explore the sexual variation and provides a comprehensive analysis.\u202f   <\/td>Adequately applies the theory to the contemporary context to explore the sexual variation and provides a comprehensive analysis.\u202f <\/td>Partially applies the theory to the contemporary context to explore the sexual variation and\/or provides an analysis.\u202f <\/td>Minimally applies the theory to the contemporary context to explore the sexual variation and\/or provides an incomplete analysis.\u202f <\/td>Did not integrate theory in contemporary view.  <\/td><\/tr>
                                                                                      Criteria <\/td>4 = Exceeds expectations <\/td>3 = Meets expectations <\/td>2 = Meets some expectations <\/td>1= Does not meet expectations <\/td>0 = Unable to score: incomplete or missing work <\/td><\/tr>
                                                                                    Conclusions and Predicted Outcomes  <\/td>Exhibits logic and reflects student\u2019s informed evaluation and ability to place evidence and perspectives discussed in priority order. <\/td>Exhibits logic and reflects student\u2019s informed evaluation and ability to place evidence and perspectives discussed. <\/td>Decent exhibition of logic and\/or reflection of student\u2019s informed evaluation.  <\/td>Poor exhibition of logic and\/or reflection of student\u2019s informed evaluation.  <\/td>Did not provide conclusion. <\/td><\/tr>
                                                                                    Responds to the assignment<\/td>Fulfills the assignment by choosing format and language in a way that enhances meaning, making clear the interdependence of language, thought and expression.<\/td>Adequately fulfills the assignment by choosing format and language in a way that shows meaning, connecting language, thought and expression.<\/td>Partially fulfills the assignment by choosing format and language in a way that shows meaning with regard to language, thought and expression.<\/td>Minimally fulfills assignment by choosing format and language in a way that sparsely shows meaning with regard to language, thought and expression.<\/td>Chose format and language in a way that does not show meaning with regard to language, thought and expression.<\/td><\/tr>
                                                                                    Organization <\/td>Introduction clearly outlines video, material is organized effectively, and flow of speech is well developed with effective transitions. <\/td>Organization of the material is generally coherent with some inconsistencies, competent organization of material, lacking in effective transitions.   <\/td>Some ideas are not connected; material is simple and disconnected, lacking planned sequence. <\/td>Confusing, little or no logic to the arrangement of ideas; material is not developed. <\/td>N\/A <\/td><\/tr>
                                                                                    Sources and Critical Thinking   <\/td>Demonstrates exceptional insight into topic. Critical thinking shows originality. Interacts effectively with  high-quality credible, relevant sources. <\/td>Demonstrates substantial insight. Interacts effectively with credible, relevant sources to support ideas. Some variety of sources. <\/td>Demonstrates some insight. Attempts to use credible and\/or relevant sources to support ideas.  Sources are not well integrated. <\/td>Demonstrates an attempt to use sources to support ideas.    <\/td>Sources are not represented fairly or absent.  <\/td><\/tr>
                                                                                    Style & Tone (scientific and professional, 3rd<\/sup> personwith the exception of the conclusion) <\/td>Sentence form varies with purpose. Tone is mature, consistent & effective. Generalizations absent. <\/td>Some variety of sentence forms. Tone is usually appropriate. Generalizations generally avoided. <\/td>Little sentence variety. Tone inconsistent in tense and person. Generalizations hurt the argument. <\/td>No sentence variety. Inconsistent tone. Oral language patterns predominate. Generalizations consistently used. <\/td>N\/A <\/td><\/tr>
                                                                                    Word Choice and Conventions  <\/td>Uses graceful language that skillfully communicates meaning to readers with clarity, fluency, and is virtually error-free. <\/td>Uses straightforward language that generally conveys meaning to readers, with few errors.  <\/td>Uses language that generally conveys meaning to readers with clarity, although speech may include some errors. <\/td>Uses language that sometimes impedes meaning because of errors in usage. <\/td>N\/A <\/td><\/tr>
                                                                                    Professionalism <\/td>Uses written information as a guide <\/td> <\/td>Reads written informationmuch of the time <\/td> <\/td>Reads written information entire time <\/td><\/tr>
                                                                                    APA Conventions <\/td>Reference list is in APA 7th<\/sup> Style. <\/td>Reference list is in APA 7th<\/sup><\/strong> Style, with a few minor errors. <\/td>Reference list  approximates APA 7<\/em>th<\/sup><\/em> Style. <\/td>Reference list  is not in APA 7th<\/sup> Style. <\/td>Missing references. <\/td><\/tr>
                                                                                    Assignment requirements  (7-9 minutes) <\/td>7-9 minutes in length <\/td> <\/td>5-7 minutes in length   <\/td> <\/td>Less than 5 minutes or more than 9 minutes <\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"

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